The uLearn17 programme is structured around three key conference strands with the ākonga/learner at the centre:

The three strands provide an opportunity to give emphasis to three of the key areas currently being targeted by the fast-changing digital world, and by educational policy and resourcing.

Learning digitally / Te ako ā-matihiko

Focusing on all aspects of the impact of digital technologies on learning. Key questions here include:

What is our vision for digital technologies and learning?

How are digital technologies transforming the learning experience?

How do we need to prepare our learners to thrive in a digital world?

What’s required to lead a digital school?

The inclusion of the six themes of the digital technologies strand within NZC and TMoA will be a key emphasis here, as well as the focus on career pathways for learners, the maker movement, computer science and coding as areas of rapid growth and high interest.

Learning in communities / Te ako ā-hapori

The fundamental shift in emphasis from the individual, self-managing school to open, connected, collaborative partnerships establishes the context for this strand, and provides opportunities to address a range of key questions, including:

Who is your community?

What defines it, and what is its purpose? Who decides this and how?

How do your goals support the development of a secure cultural identity for Māori learners?

What does leadership look like in a networked environment?

What are the opportunities for kura, ākonga, kaiako and whānau that arise from collaboration?

What does teacher collaboration look like? How do we foster that?

How can we foster collaborative learning among students?

What are the opportunities for professional learning in a collaborative partnership?

Learning for success / Te ako kia angitu

The overarching emphasis on raising achievement for all learners is the key focus of this strand, underpinned by the increased focus on accountability and the need for evidence supported practice and decision making. Key questions to guide activity in this area include:

How do we best measure ‘achievement’? And what does that mean?

What is important to measure? Why?

How do we address inequalities in our school? Why should we?

How might a digital approach to assessment create more flexibility for learners?

What tools, strategies and approaches are best suited for the future?

How do we transition for learner success?

What skills and competencies does a learner need to be successful in life?